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ECONOMIC & MANAGEMENT SCIENCES (EMS)

INTERMEDIATE PHASE

PART 1

THE NATURE OF THE LEARNING AREA: ECONOMIC AND MANAGEMENT SCIENCES

Rationale for including knowledge, skills and values related to the Economic and Management Sciences into the GET curriculum.

THE BIG PICTURE

A. It is a well-known reality in many of our lives that South Africa is currently plagued by crime. The main reason for this can almost certainly be found in the high rate of unemployment in our country. The reason for this is:-

South Africa currently rates poorly in relation to other developing countries in the world regarding the productivity of its economically active workforce. On international markets our prices therefore do not compare favourably with those of other countries in general, and South Africa’s businesses and government therefore find it difficult to compete with those of other countries.

This mainly stems from the fact that our education system up to this stage has not prepared learners adequately for the world of work, “The world competitiveness report regards South African workers as the worst equipped for the modern work place.” “Not only are too few South Africans going to school, but those that do apply for work do not have the skills that business needs.” SUNDAY TIMES: Business Times, February 28, 1993.

COPYRIGHT RESERVED Western Cape Education Department1

The world-wide phenomenon of jobless growth

Since 1994 more than a million jobs have been rationalised – a large proportion of these jobs lost are due to the fact that in the world of business there is the phenomenon of “jobless growth”. This means that whilst big businesses are growing, making more profits and expanding, this is happening without a corresponding increase in job creation. The reasons for this can be found mainly in - the automation of processes: production processes are becoming increasingly capital (“machine”) intensive as opposed to labour

intensive,- downsizing and rationalisation (less people have to cope with more responsibilities), and- delayering, by cutting out certain levels of management.

People in SA have traditionally been educated to become Job Seekers and not Job Creators

As a result of less jobs being available to economically active persons in South Africa, especially school leavers, ordinary people are therefore, more than ever, required to provide for their own economic survival.

The phenomenon of more and more persons getting involved in the informal sector (i.e. street markets, businesses operated from home, etc), is the only option for the unemployed. Often informal businesses develop into the SMME (Small, Medium and Micro-enterprises) sector, which in turn has created more jobs in the recent past than that provided by big business.

However, many prospective starters of informal and micro businesses are set up for failure, because of the lack of basic economic and financial literacy knowledge, skills and values, including especially entrepreneurial, managerial and related skills that are essential for the starting of a new business and for keeping it running profitably.

Though Entrepreneurship in South Africa compares favourably with the rest of Africa in creating jobs and growth, South Africa is last on the list of developing countries, according to the International Growth Entrepreneurship Monitoring agency (GEM).

The GEM claims that in the previous South African education system, current cultural and social norms were not conducive to the fostering of an entrepreneurial mind frame. The key to solving this is to build entrepreneurial capacity at school level – yet a changed mindset of the majority of South Africans may only happen over a much longer period of time.


B. The rapid development of knowledge and technology in the commercial, economic and financial fields

As a result of the rapid rate at which technology in the field of commerce and banking has developed, and keeps developing almost every day, economic, commercial and financial literacy has become utmost important. As a result of the way in which money is being handled in the business world, it has become essential for the individual to manage his/her finances meticulously. It has become possible to do payments by cheque, cash card, credit card, debit order, stop order, telephone or computer e-transactions) from home without a person ever handling any hard cash. Persons should therefore be able to keep up with the technology in order to remain in charge of one’s finances.

As a result of the above-mentioned, and in order to survive in an extremely demanding economic world, the Economic and Management Sciences learning area has been developed to address the acquisition of the required knowledge, skills, values and attitudes.

The unique features and scope of the EMS learning area:

This learning area enables learners to participate meaningfully in the living, exciting world of economics and management, firstly at a personal level, but also at home, school and in the local community. This will contribute to the development of learners as persons with the necessary knowledge, skills and values so that they are able to participate meaningfully as consumers, producers or managers at the different stages of their lives, whilst caring for others and the environment.


The context of the EMS Revised National Curriculum Statement and that of the EMS C2005 is closely related; the former 8 (eight) specific outcomes have been integrated to form the 4 (four) Learning Outcomes of the RNCS.

RNCS Learning Outcomes Some Main Aspects of C 2005 Specific Outcomes used in formulating the RNCS EMS Learning Area

1 The Economic Cycle / Circular flow SO2, SO3, SO5, SO 6

2 Sustainable Growth and Development SO2, SO 7, SO 83 Managerial, Consumer and Financial Knowledge and Skills SO2, SO 44 Entrepreneurial Knowledge and Skills SO 1, SO2, SO 3


THE FOCUS OF EMS IN THE GENERAL EDUCATION AND TRAINING (GET) BAND

IN THE GET BAND (Grade R – 9) learners will gain knowledge, skills, values and attitudes regarding the following broad aspects:

The economic problem

This feature deals with the problem of how individual persons, businesses and governments deal with the issue that the unlimited wants of a person or the people of the community, country etc. cannot be satisfied by the limited resources available.


Limited Resources

UNLIMITED WANTS

The economic cycle (circular flow - this term is preferred to the term “economic cycle”) in the economy, i.e. a model of money, goods and services flow between households, business, government and the foreign sector. It also explores the roles and responsibilities of the different persons (role players) in these households, businesses and government in the economy. Level of complexity:Foundation phase: the focus is on households and business (at a very basic level) only.Intermediate Phase: the circular flow is expanded to include business and government as role-players in the economy.Senior phase : the circular flow is further extended to include the foreign sector.

CONSUMERS PRODUCERS

(HOUSEHOLDS) (BUSINESS SECTOR)


CONSUMERS FROMHOUSEHOLDS

CONSUMERS

PRODUCERSFROM BUSINESSES

MONEY

GOODS & SERVICES

LABOUR

SALARIES AND WAGES (MONEY)

GOVERNMENT

FOREIGN SECTOR

Reconstruction, sustainable growth and development To contribute to the sustainable growth of the economy, reduce poverty and distribute wealth fairly, while still pursuing the principles of an open market and profitability. Respect for the environment, human rights and responsibilities are also promoted.

The economic environment The economic environment in which goods and services are produced and consumed and where trade takes place. The EMS learning area engages learners in the physical, social, technological, political and legal environments, and also focuses on the world as a set of related and inter-dependant systems. (e.g. threatening wars, USA/Iraq, affect social lives of people / availability of products (and their prices) e.g. oil & gold price, / oil polluted beaches affect sea-life, tourism / new technology affects social patterns, e.g. cell phones, TV / air pollution affects health, etc.)

Leadership and Management - basic aspects of leadership, such as planning and directing- negotiation, motivation, delegations and conflict management- basic aspects of management, such as planning, organising, guidance/monitoring and control- marketing, purchasing, public relations and human resource development- rights and responsibilities of management and workers

Entrepreneurship This feature develops the knowledge, skills and attitudes related to taking initiative, as well as the calculated risks in conceptualising, financing, starting and running a business. There is a special focus on responsible entrepreneurship within communities and environments.

Financial and consumer knowledge and skills This feature introduces consumer knowledge and skills, personal finance and accounting knowledge and skills.


THE FOCUS OF EMS IN THE INTERMEDIATE PHASE

In the Foundation Phase learners engage in ONLY TWO of the FOUR Learning Outcomes. The two other Learning Outcomes will be addressed from Grade 4 onwards.

The only two Learning Outcomes the Foundation phase learners engage in are:

L0 1 The economic cycle / circular flow

LO 2 Sustainable Growth and Development

In the Intermediate Phase and Senior Phase learners will engage with the other two Learning Outcomes as well. They are:

LO 3 Managerial, consumer and financial knowledge and skills

LO 4 Entrepreneurial knowledge and skills

NOTE: It should be noted that, though the 2 further Learning Outcomes, mentioned below, are engaged with fully from grade 4 onwards, elementary aspects of these two Learning Outcomes are initiated at a very basic level at FP level already. (Refer to bullets 1, 3, 5, 7 & 8 above)

The overall focus for the Intermediate Phase is set out below, followed by the specific focuses for Grades 4, 5 and 6.

Overall Intermediate Phase Focus

The overall focus for the Intermediate Phase will be on:

basic economic literacy and empowerment; the effect of management of resources in communities; the rights and responsibilities of households, business and government as role-players in the economy; the relationship between different environments (social, political, natural and economic); the role of local government; public and private ownership of property;


the role of primary, secondary and tertiary sectors of the economy in enhancing growth and development and creating jobs; the history of economic development, the impact of apartheid, and the government’s role in addressing inequalities; forms of ownership; management and leadership roles at home and school – management of classroom projects, management of production; basic consumer and financial skills with emphasis on banks, savings, investment, thrift and budgeting; and entrepreneurial characteristics and practices – personal strengths and weaknesses ion becoming an entrepreneur, and advertising

campaigns to market businesses.

FOCUS FOR GRADE 4

The focus for Grade 4 will be on: the importance of production factors by households in the production of goods and services; households as consumers, producers and suppliers of factors of production; the role of formal and informal businesses in society; differences in the standard of living between modern societies and self-sufficient economies; the economic impact of the discovery of minerals in South Africa; different types of economic sectors and businesses; elements of management in a classroom project; the importance of saving and a personal budget; and entrepreneurial characteristics, skills, actions and practices.

FOCUS FOR GRADE 5

The focus for Grade 5 will be on: different levels of needs and how they are satisfied; standards of living and patterns of consumption of self-sufficient and modern societies; government involvement in the economy through direct and indirect taxation; the relationship between different environments (social, natural, political, and economic); the impact of apartheid policies on people’s lives, ownership, growth and development, and steps taken by government to deal with

historical imbalances; management and leadership roles in the home and at school; management of businesses by local traders; savings, thrift and the practical use of a savings account at different savings institutions; elementary budgeting, overspending, accumulation and prevention of debt; identification and generation of innovative business ideas to address the need for goods and services in the community and to

generate income (e.g. co-operatives and loan societies; and entrepreneurial skills, marketing mix and tourism.


FOCUS FOR GRADE 6

The focus for Grade 6 will be on:

comparison of rights and responsibilities of households, businesses and government in the circular flow (economic cycle); flow of money, factors of production, and goods and services;

the impact on society of the production of goods and services; the effects of different types of taxes on consumers and businesses; standard of living and patterns of consumption in modern societies; reconstruction and development in addressing inequalities; the relationship between leadership and management, and how the production process is managed; debt, banking, savings facilities, procedures; the purpose and use of community saving schemes; the application of marketing mix in a business activity, and the promotion of products by an advertising campaign; and business opportunities, school co-operatives, basic business plan and SWOT analysis, the effect of personal strengths and

weaknesses in becoming an entrepreneur.


Teaching and learning strategies

EMS should be a practical, enjoyable, participatory learning experience for every learner.

The Economic and Management Sciences Learning Area is ideally suited to be an enjoyable, practical leaning area where learners can truly learn through play. The world of economics and business is alive, vibrant and conspicuous around all of us every day – this reality should be exploited fully through the curriculum. Children learn most things much easier by doing and experiencing – this is almost always achievable through the EMS learning area’s Learning Outcomes.

The ZOPP methodology is a modern, international teaching and learning strategy for learners at all levels (school and adult learning centres). This can be introduced to learners even from grade 1 (read only), but especially with great effect once learners can write words and short phrases, which is the essence of the ZOPP methodology (Refer to Annexure 1). In fact this is a strategy that can be used for developing literacy (reading and writing) in the Foundation Phase and Intermediate phase.

Infusion of language literacy and mathematical numeracy

The infusion of language literacy and mathematical numeracy into the EMS learning area is essential and can easily be achieved. The cognitive verbs (see underlined words) used in the assessment standards, e.g. describes, presents stories, shares reasons, expresses thoughts, (language literacy) and calculates change, identifies prices clearly, etc. (mathematical numeracy) indicates how it can be done.

EMS forms an essential element in preparing the learners holistically as a competent, adaptive citizen in a modern, ever-changing world. The following table has been drafted by Intermediate phase specialists with inputs from WCED EMS Curriculum advisors, to assist educators with a limited knowledge and experience of the world of EMS to:

- understand the economic terminology used in the different assessment standards- give ideas for possible learning experiences – a small spark that will definitely set the well-known imaginative and creative powers

of the Intermediate Phase educator alight!


LEARNING OUTCOME 1: THE ECONOMIC CYCLE (THE CIRCULAR FLOW)The learner will be able to demonstrate knowledge and understanding of the economic cycle within the context of the economic problem

GRADE 4: We know this when the learner:Assessment standard Clarifying concepts Ideas for learning experiences You can adapt these and add your

own ideas, but always make sure the activities link to the ideas expressed in the specific assessment standard.

4.1.1 Describes the roles of members of households as consumers and producers in the “need satisfaction” process.

Household: Economic unit comprising of all the persons living in the same house.Consumer: A person who buys and uses goods and services.Producers: People who make or grow things that can satisfy needs

Draw pictures of all members of the household performing their main task as a consumer and their main task as a producer. Count the number of different tasks that all the learners have put together.Learners must match the need that is being satisfied when members produce and consume things. Count the different ways in which needs are being satisfied.Integration:Literacy: THINKING & REASONINGNumeracy: NUMBER CONCEPTS & NUMBER SKILLS

4.1.2 Explains the effects on the community of both responsible and irresponsible use of resources and services.

Community: All people living together in an area, sharing the same infrastructure e.g. roads, transport, shops, churches, schools etc.

Different resources and services are given to learners to research, e.g. water, police services, clinics, schools, etc. Learners must find examples of how resources and services are being abused and then write a short essay on how this would affect the rest of the community. Brainstorm best practices for responsible uses of resources in the community. Local newspapers could be a good source of information.Integration: Literacy: WRITINGNumeracy: DATA HANDLING

4.1.3 Describes the role of formal and informal businesses in a society.

Formal businesses: Registered businesses, with a fixed business address, registered taxpayers.

Informal businesses: Not registered with SARS, do not necessarily operate from a fixed premise.

Learners must work in groups and list all the formal and informal businesses in their community. Write down all the similarities and all the differences between the formal and informal businesses.Integration :Numeracy: NUMBER CONCEPTS AND NUMBER SKILLSLiteracy – THINKING AND REASONING / WRITING


4.1.5 Explains the concept of tax in simple language.

Tax: The portion of income that is paid to SARS according to a sliding scale (the more you or the business earn, the more tax must be paid)

Learners can ask different people what they think tax is and whom it is paid to and what happens to the money. Groups can work together to present to the rest of the class a mind map of all the different uses of tax. Draw a simple pie graph of how they think the available money should be distributed between education, health and Poverty alleviation.Integration:Numeracy: DATA HANDLINGLiteracy: SPEAKING AND LISTENING


GRADE 5: We know this when the learner:Assessment standard Clarifying concepts Ideas for learning experiences

5.1.1 Differentiates between the different levels of needs that people have, and explains how these might be satisfied.

Levels of needs: Needs can be grouped according to levels, e.g.Food & WaterClothing & ShelterSafetyEducationSelf-esteem

Learners are given pictures of different people, e.g. a baby, a young adult, a child, a doctor, a person living on the street, etc. Brainstorm all their needs and then sort the different needs according to the given levels of needs. Present data to other learners.

Match the different level of needs for the different people with possibilities of how they might go about satisfying those needs.

Learners can make a list of all the levels of needs that they have and look for ways that they would like to satisfy these needs. Try to estimate an amount that you would need to satisfy all the levels of needs in a very basic way as opposed to a more desirable way. Share in groups

Integration:Literacy: LISTENING, SPEAKING, Numeracy: PROBLEM-SOLVING MEASUREMENT

5.1.2 Identifies and describes the role of government in the use of resources and services.

Government: People elected to rule and govern a country, according to a constitution.

Role-play a scenario where groups of learners have to act being the government and have to firstly decide on what they think is needed for the community – services that must be provided by government. Secondly to work out what resources will be required for their community to put these services in place.

Integration:Literacy: THINKING & REASONINGNumeracy: NUMBER CONCEPT & NUMBER SKILLS

5.1.3 Explains the effect of natural disasters (e.g. drought) and health epidemics (e.g. HIV/AIDS) on formal and informal businesses.

Formal businesses: Registered businesses, with a fixed business address, registered taxpayers.

Informal businesses: Not registered with SARS, do not necessarily operate from a fixed premises

Learners make a poster of examples of natural disasters – focusing on key features, cause, effect, quantify losses, etc. Interview formal & informal businesses and do a short presentation on the influence of these disasters on business in the community.

Research current health epidemics in South Africa, (HIV Aids, TB, etc). Educator supplies current data from the newspaper, learners to answer questions.

Integration:


Literacy: READING, THINKING & REASONING Numeracy: DATA HANDLING

5.1.4 Differentiates between direct taxes (e.g. income tax) and indirect taxes (e.g. VAT, tax on petrol).

Direct taxes: Directly deducted from income, e.g. PAYE, personal income tax, business tax on income.

Indirect taxes: Taxes built into the price of products and services, e.g. Value added Tax

Educator to provide learners with different income tax categories and learners to answer simple questions, e.g. What income groups are exempted from paying tax. What is the highest rate at which income tax is deducted, etc.

Collect Supermarket till slips to look at the items where VAT is charged and those items exempted from VAT. Calculate what the total price would have been if no VAT was charged, or if no items were charged with VAT.Integration:Numeracy: NUMBER CONCEPT & NUMBER SKILLSLiteracy: READING



6.1.1 Describes the roles of households, businesses and government in the economic cycle.

Household: Group of people living together in the same home.Production: Activity of making or growing something.Consumption: Using up food, goods, energy and resources.

Educator uses Storytelling to share information about a specific product, e.g. a chocolate, where it is manufactured by people working in factories, bought by the same people -that are paid wages and salaries, government receives a portion of the wages and salaries in the form of taxes and also receive the VAT that was paid when the chocolate is bought from the shop - then taxes are used to perform essential services for the population. Draw blocks to write the different concepts and as many interactions with each other as can be identified.

Integration:Literacy: LISTENINGNumeracy: MEASUREMENT

6.1.2 Compares the rights and responsibilities of each of the participants in the production and consumption of resources and services.

Production: Activity of making or growing something.Consumption: Using up food, goods, energy and resources

Divide a chart into the following quadrants:Rights re Production, Rights re Consumption, Responsibilities re Production, Responsibilities re Consumption. Learners must use the Zopp method to put as many rights and responsibilities that they can think of, in the different quadrants. Educator to facilitate the discussion and find some rights and responsibilities that are both applicable to Producers and Consumers.

Literacy: READING & WRITINGNumeracy: SHAPE & SPACE

6.1.3 Presents different flows of resources and services in the economic cycle (e.g. flow of wages to households in exchange for labour, the flow of money to businesses in exchange for goods and services).

Link to AS 6.1.1 Use arrows to show the flow from different to and from the different blocks. Educator to facilitate discussion and learners give feedback on size and fairness of the different flow.

Integration:Literacy: WRITING & SPEAKINGNumeracy: PATTERNS & RELATIONSHIP

6.1.4 Explains different types of taxes and how they influence

Direct taxes: Directly deducted from income, e.g. PAYE, personal income tax,

Learners to complete a research task on different taxes, both direct and indirect. Do short presentations to the class on the influence of taxes on


consumers and business. business tax on income.

Indirect taxes: Taxes built into the price of products and services, e.g. Value added Tax

the business. Find out all the different indirect taxes that are charged (petrol, cigarettes, alcohol, etc.) How does this influence consumers / business owners. Show the findings visually by means of a graph, to indicate what portion of the price / income is paid over in tax.

Integration:Literacy: SPEAKING, LISTENING, WRITINGNumeracy: DATA HANDLING,


LEARNING OUTCOME 2: SUSTAINABLE GROWTH AND DEVELOPMENTThe learner will be able to demonstrate an understanding of reconstruction, sustainable growth and development, and to reflect critically on its related processes.GRADE 4: We know this when the learner:

Assessment standard Clarifying concepts Ideas for learning experiences

4.2.1 Identifies the differences in the standards of living of highly developed and subsistence economies.

Subsistence: when people are able to satisfy their basic needs from own sources

Learners can read two stories, one about a family with a high standard of living and the other one about a family that can barely fulfil all their needs. Write down all the different ways that these families satisfy their same basic needs. Learners to work in two groups to complete two collages, showing the two different families.

Integration:Literacy: WRITING, READINGNumeracy: PATTERNS & RELATIONSHIP

4.2.2 Describes the economic and social impact of the discovery of minerals in South Africa (e.g. job creation, wealth creation, exploitation of cheap labour, migratory labour, health and safety hazards.

Migrant labour: A person moving from where he lives to find employment in another place.

Educator to tell stories and refers to reading material on the discovery of minerals. Suitable explanations for each of the concepts. Brainstorm activity to find examples of health problems on the mines, effect of migrant labour on families, safety hazards, wealth creation and exploitation of cheap labour. Divide into groups and find information about life on the mines in the early 1900’s. Share information with the rest of the class. Discussion & Reflection

Integration:Numeracy: NUMBER CONCEPT & NUMBER SKILLSLiteracy: READING & SPEAKING, THINKING & REASONING.

4.2.3 Identifies the local community’s efforts in fighting poverty (e.g. RDP, urban renewal and rural development projects).

RDP: Reconstruction and Development of Post-apartheid South Africa

Site visit to a RDP housing project, or some other development project in the community, find out the building costs of a RDP house. Learners can write a short essay on what they saw, and possible recommendations for improvement.

Integration:Numeracy: MEASUREMENTLiteracy: WRITING



5.2.1 Describes the changes in lifestyle, living standards and patterns of consumption from self-sufficient societies to modern societies.

Self-sufficient society: Community able to fulfil all basic needs by using own resources and bartering amongst each other (e.g. produce own food)

Educator to facilitate Zopp activity of how people lived in a self-sufficient society and how people operate in a modern society. Make comparisons and draw conclusions e.g. the compare the cost of living. Share with a partner.

Integration: Literacy: SPEAKING, READING, THINKINGNumeracy: MEASUREMENT

5.2.2 Explains the concept of economic growth and development and its impact on the development of communities and society.

Learners must find examples in newspapers / magazines, etc. of economic growth and development and write a short essay on how it affected the life of the people in that community.

Integration: Literacy: WRITING, READING

5.2.3 Explores personal steps and attitudes to improve the standard of living (e.g. developing entrepreneurial skills, using time and resources productively in promoting a healthy environment).

Entrepreneurial skills: Including being able to identify viable opportunities, being innovative, taking calculated risks, etc.

Complete a personal questionnaire on personal attitudes. Complete a scoring table to measure entrepreneurial skills. Brainstorm ideas on how to promote a healthy environment and how to implement better time management. Calculate total time saved by doing things differently.

Integration:Literacy: THINKING & REASONINGNumeracy: MEASUREMENT



6.2.1 Researches and analyses standards of living and patterns of consumption in modern societies where people specialise and trade to satisfy needs and wants.

Specialise: Performing a specific task, or manufacturing one specific article, where the necessary expertise has been identified.

Trade: Exchanging of goods and services for money

Learners must find examples of specialisation in the economy and products that are imported by South Africa in order to better the standards of living. Use a bar graph to show how patterns of consumption have changed since 1994.

Integration: Literacy: READINGNumeracy: DATA HANDLING, MEASUREMENT

6.2.2 Explains economic actions taken against the apartheid government to bring about change (e.g. sanctions, disinvestments), and how these impacted on change, growth and development.

Sanctions: Actions to sabotage growth and development of a country in order to bring about change in that country, e.g. restrictions of international imports and exports

Disinvestments: Countries that put policies in place to withdraw all investment and restrict any new investments into another country in order to force that country to implement change

Educator to provide information on trade restrictions that were implemented in the apartheid era and companies that had to withdraw from investing in South Africa. Pre set questions to be handed to learners to complete, e.g. Do you think this was a good idea / How do you think the sanctions influenced the economy at the time / currently / Did the disinvestments help to bring about the necessary changes in SA? etc.

Integration:Literacy: READING, WRITING, THINKING, REASONINGNumeracy: MEASUREMENT, NUMBER CONCEPTS


6.2.3 Identifies steps that can be taken by the government to redress historic imbalances and poverty (e.g. redistribution of resources, gender equity, capacity building, restoring people’s dignity, creating opportunity and empowerment).

Divide the class into 8 groups and give each group one of the 8 topics to research. A short presentation by each group to the rest of the class, including a description of the concept, and ways that the government is addressing the problem, possible other ways that can be implemented to address the problem.

Integration:Literacy: THINKING & REASONING, SPEAKING


LEARNING OUTCOME 3: MANAGERIAL CONSUMER AND FINANCIAL KNOWLEDGE AND SKILLSThe learner will be able to demonstrate knowledge and the ability to apply responsibly a range of managerial, consumer and financial skills.GRADE 4: We know this when the learner:


4.3.1 Participates in the management of a classroom project (planning, organising, leading, and controlling).

Integrate with 4.4.4 in order to implement Management principles, reflect on each principle in the presentation on completion of the project. Write a short essay on how each of the principles was applied in the business.

IntegrationLiteracy: THINKING, WRITING

4.3.2 Distinguishes three different types of local businesses:

Trading (e.g. spaza shops, flea markets, car boot sales, shops);

Manufacturing (e.g. brickyard, bakery, factory);

Servicing (e.g. taxi, hairdresser, hotel, bed and breakfast).

Spaza shops: Small home shops that sells most of the everyday articles that people need

Work in 3 groups to complete a poster of the three different types of businesses – collect pictures and pamphlets, newspaper advertisements to illustrate the different types of businesses. Count the total number of businesses illustrated in the posters

IntegrationLiteracy: THINKING & REASONINGNumeracy: NUMBER CONCEPTS & NUMBER SKILLS

4.3.3 Identifies different sources of personal income, and plans spending and saving by drawing up a basic personal budget.

Personal budget: Total income and all possible expenses for a certain period is written down in order to restrict expenses to the budgeted figure

Zopp or brainstorm all the different sources of income for a Grade 4 learner. Find the total income that can be generated in a week/month. Make a list of all the necessary expenses as well as a wish list. Plan to save enough to be able to fulfil needs on the wish list. Calculate how long it will take to buy everything on the wish list.

Literacy: WRITINGNumeracy: NUMBER SKILLS & NUMBER CONCEPTS

4.3.4 Investigates the use and purpose of a savings account.

Visit the closest bank / invite banking official to the class, and speak to a bank official to give more information about savings accounts, advantages, interest rates, etc.

Integration:


Numeracy: NUMBER SKILLS & CONCEPTSLiteracy: LISTENING



5.3.1 Participates and demonstrates some management and leadership roles in the classroom and home in the absence of adults.

Leadership: The ability to take the lead by using the principles of passion, vision and action.Management: The ability to plan, organise, lead and control, including good communication.

Learners share experiences about their behaviour in the absence of adults, work with a partner and find different ways of how to behave in order to display more leadership abilities and manage better.

5.3.2 Observes and reports on how traders in own local area manage their businesses.

Learners must do a simple research activity to complete a task sheet set up by the educator, answering questions like:Who is the owner?Are the owner and the manager the same person?What does it mean to manage the business?How difficult is it to manage the business?Do a report back to the rest of the class

Integration:Literacy: READING & WRITINGNumeracy: DATA HANDLING

5.3.3 Finds out and discusses how a savings account is opened at a bank, and completes deposit and withdrawal slips.

Zopp all the information that is needed to complete a bank account, complete a deposit slip and a withdrawal slip.

Integration:Literacy: WRITINGNumeracy: NUMBER CONCEPTS & NUMBER SKILLS

5.3.4 Finds out and discusses how a savings and people’s difficulty in saving if basic needs are not met.

Learners are given a list of basic needs and calculate how much money is needed in order to satisfy basic needs of one person/family. Brainstorm ideas of how people can save, even if they have so little to use.

Integration:Literacy: THINKING & REASONINGNumeracy MEASUREMENT



6.3.1 Understands and participates in the production process, from raw materials to final products, including waste products.

Raw Materials: Materials that must be reworked in order to make a useable product, e.g. ironFinal Products: Products that are ready for final consumptionWaste products: Products that are disposed of during the manufacturing process, sometimes harmful, but possibilities of secondary uses could be identified.

Learners can prepare a fruit salad for own joint consumption. Write down all the steps in the process (peeling, cutting, etc) and the waste materials (peels, skins, etc.). Find a purpose for the waste products. Draw a flow diagram to indicate the order of events. Craw a picture to show the ratio between final product and waste product.

Integration:Literacy: WRITING, THINKING & REASONINGNumeracy: MEASUREMENT, SHAPES & SIZE

6.3.2 Explains the relationship between leadership and management in a business.

Leadership: The ability to take the lead by using the principles of passion, vision and action.Management: The ability to plan, organise, lead and control, including good communication.

Give learners an activity where they have to complete a certain task, within a given time limit and with minimal resources (e.g. make paper chains, envelopes, etc). Learners must Plan, Organise, Control, Motivate, Check the Time, etc. Give Feedback and find a suitable way to distinguish between Management and Leadership

Integration:Literacy: WRITING, SPEAKINGNumeracy: MEASUREMENT

6.3.3 Explains the concept of debt and compares the banking and savings facilities offered by different banks.

Debt: Total of all money owed to third parties.

Learners to find all the places in the community where goods and services can be bought on credit, or where money can be accessed in some way. Compare all the facilities, etc. of different banks. If banks are no within close proximity, magazines or pamphlets can be given to learners to find out all the required information, present graphically

Integration:Literacy: READING, THINKING & REASONINGNumeracy: PATTERNS, SHAPE & DATA HANDLING

6.3.4 Explains the purpose and use of community savings schemes (e.g. stokvels, club accounts, funeral societies, thrift and loan societies.

Stokvels: A way of saving in the informal sector where people save a certain amount of money into a pool and once a month the entire pool goes to one of the participants, also known as gooi-gooisClub accounts: Because of the greater bargaining power, clubs are able to provide goods and services to the members at a cheaper rate.Funeral societies: People contribute to a funeral society while they are alive, on

Case studies presented to learners in order to identify differences and similarities between the funeral society, loan society, stokvel etc. Think of creative ways that the class can come up with ideas to work together to benefit the entire class.

Integration: Literacy: READING, THINKING


providing a death certificate, the society will pay for funeral expenses according to the contributions received.Loan societies: Many loan societies exist in the formal economy (Building Societies), but the function has mostly been taken over by commercial banks. A few Loan societies exist outside of the formal economy, e.g. umgalelo’s .


LEARNING OUTCOME 4: ENTREPRENEURIAL KNOWLEDGE AND SKILLSThe learner will be able to demonstrate entrepreneurial knowledge, skills and attitudes.GRADE 4: We know this when the learner:


4.4.1 Identifies different characteristics (abilities and talents) of entrepreneurs.

Comparison between a champion sportsman that is well known to the learners and an entrepreneur. Learners should brainstorm all the talents of the sportsman, the Educator should facilitate the class discussion and show the similarities – Zopp and count these abilities and talents.

Integration:Literacy: THINKING & REASONINGNumeracy: NUMBER SKILLS & CONCEPTS

4.4.2 Explains how entrepreneurs combine labour (work), capital (money, machinery, tools), and natural resources (raw materials) to gain profit.

Use existing products to identify the factors of production that was utilised, e.g. baking bread:Labour: people to mix the dough, Equipment: bowl, spoon, oven, baking tin, Raw Material: Flour, yeast, water, etc. Give different products / businesses to groups of learners. Do short presentations to the rest of the class.

Integration:Literacy: THINKING, SPEAKING

4.4.3 Differentiates between the entrepreneurial actions of buying, selling and producing.

Buying: To use money to pay for goods and services.Selling: To offer goods and services in exchange for money.Producing: To make or grow something that can be used by consumers to satisfy needs.

Do a simple entrepreneurial day in the class, where learners produce a product and sell to each other, swop in order to give everyone a chance to produce buy and sell.

Integration:Numeracy: NUMBER CONCEPTS & MEASUREMENT

4.4.4 Participates in a fair or market day at school or in the community to practice and apply entrepreneurial knowledge and skills.

Combine 4.4.3, or extend 4.4.3 once it has been practised in the smaller group to implement a business activity involving the rest of the school or in the community. Do presentations in the class about the experience.

Integration:Numeracy: NUMBER CONCEPTSLiteracy: SPEAKING



5.4.1 Identifies the specific entrepreneurial skills need to attract tourists to own community.

Facilitate a discussion by drawing on the prior knowledge of learners on entrepreneurial abilities and talents. Focus these talents on tourist businesses. Learners to interview entrepreneurs – or look at case studies of entrepreneurs operating in the tourist industry.

Integration:Literacy: SPEAKING, LISTENING, THINKING

5.4.2 Develops and uses observation sheets and questionnaires to do a needs analysis in the school or community.

Needs analysis: Establish by means of a formal process the needs of a target market, e.g. questionnaires, interviews, observations, etc.

Use questionnaires and observation sheets to establish what needs exist in the school. Test the designed questionnaires on each other to see whether the required results will be obtained. Take a specific grade in the school to simplify the process, e.g. What would Grade 7 learners prefer to do during break.

Integration:Literacy: WRITING, SPEAKINGNumeracy: DATA HANDLING, PATTERNS

5.4.3 Identifies enterprises and events in own community (e.g. sporting events, craft work) where specific goods and services are being sold to satisfy consumers’ needs and generate profit.

Profit: The amount of money with which the income exceeds the expenses.

Learners to work in groups to find out all the existing business in the community. Choose about 5 of these businesses and allocate one business to each group, reflect on the profitability and growth potential of these businesses.

Integration:Literacy: THINKING & REASONINGNumeracy: NUMBER CONCEPTS, MEASUREMENT

5.4.4 Generates entrepreneurial actions to meet own community needs (e.g. co-operatives, loan societies).

Co-operatives: A Society that because of its greater buying power and bargaining power can give the benefits through to its members, e.g. Buy AidLoan societies: Many loan societies exist in the formal economy (Building Societies), but the function has mostly been taken over by commercial banks. A few Loan societies exist outside of the formal economy, e.g. umgalelo’s

Establish some form of a co-operative or society in the class, where learners work together and pool their available resources to meet the joint needs of all the individual class members. E.g. save for a class party, a needed resource in the classroom, e.g. carpet, curtain, etc. that will benefit all the members.

IntegrationLiteracy: THINKING & REASONINGNumeracy: DATA HANDLING, MEASUREMENT


5.4.5 Discusses the four elements of the marketing mix in a simple business activity (product, price, place promotion.)

Marketing mix: Business terminology referring to the interaction of the four key elements of marketing: place, price, product and promotion

Use one of the businesses identified in 5.4.3 to identify all the elements of the marketing mix, present learners with case studies to identify the four elements.

IntegrationLiteracy: SPEAKING



6.4.1 Analyses personal strengths and weaknesses in becoming an entrepreneur

Zopp all the talents and abilities that enhance entrepreneurship – learners can work in pairs and discuss which of these strengths they have and where the shortcomings are. Each learner to choose one of the strengths that they think they have and share that with the rest of the class. Find ways by means of a group discussion to overcome some of the identified weaknesses. Write these solutions on a chart to be displayed in the classroom.

Integration: Literacy: THINKING, REASONING, WRITING, LISTENING

6.4.2 Identifies a variety of possible business opportunities in the community (school co-operatives, sports, entertainment, and tourism).

Brainstorm the current existing business opportunities in these fields in the community, give learners some time to find new ideas or add value to some of the existing businesses. Calculate how much money and resources would be needed to implement the new business, do a simple market research activity in order to find out whether a need exists. Present the findings.

Integration:Literacy: THINKING, SPEAKINGNumeracy: DATA HANDLING, NUMBER CONCEPTS & SKILLS

6.4.3 Designs an advertising campaign to promote a product that will generate a profit.

Use some of the ideas from 6.4.2 to design an advertising campaign, using basic media, e.g. pamphlets, posters, radio adverts, etc. Calculate costs, time and effect.

Integration: Literacy: THINKING & REASONINGNumeracy: PATTERNS & RELATIONSHIP

6.4.4 Develops and implements a simple business plan for a trading or service business that could be operated from school or from home.

Business Plan: A plan of action showing in detail the operational, marketing and financial aspects of a business

Learners to be given a basic template with the applicable categories to design a business plan, namely: Describe the product or service; Explain the marketing techniques; Show the calculation of the costs; Predict the possible profit; Motivate the possibilities of being successful; Describe how the business will run; Include a business logo / card.

Integration:Literacy: THINKING & REASONINGNumeracy: PATTERNS & RELATIONSHIP, NUMBER CONCEPTS

6.4.5 Describes how the four elements of the marketing mix are combined in a

Marketing mix: Business terminology referring to the interaction of the four key elements of marketing: place, price,

Use the ideas from the business plan in 6.4.4 to describe the four elements of the marketing mix, learners should try to work out for each business which element of the marketing mix plays the major role in that


simple business activity product and promotion particular business, e.g. in the taxi business – place, plays the key role, etc.Integration:Literacy: THINKING & REASONING

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TABLES FOR PLANNING IN THE GET BAND: Economic and Management Sciences

The following tables appear exactly as the one that can be found on the internet URL:

http://curriculum.wcape.school.za/ncs/index

These tables reflect the exact Assessment Standards which are extremely useful for planning in the following ways: The Assessment standards which feature horizontally across the tables, per Learning Outcome, reflect progression across the phase.

E.g. Grade 4 LO 1 AS 4: 4.1.2 Explains the effects on the community of both responsible and irresponsible use of resources and services Grade 5 LO 1 AS 1: 5.1.2) Identifies and describes the role of government in the use of resources and services. Grade 6 LO 1 AS 1: 6.1.2 Compares the rights and responsibilities of each of the participants in the production and consumption of resources and services

Progression in the above mentioned Assessment Standards, horizontally across the tables (Grades), is explained as follows:

The level of involvement regarding the use of resources and services increases from community (grade 4) to government’s role (grade 5) to all the participants in the circular flow (grade 6)

Secondly progression is also achieved by the level of complexity of the learner response required of the Assessment standard by means of the Cognitive verbs e.g. Explains (Grade 4), Identifies and describes (Grade 5) to Compares (Grade 6)

Progression within a particular Learning outcome, within a particular Grade (looking vertically from the top down, can also be observed, although this trend cannot be noticed for all the Grades/Learning outcomes:

e.g. Grade 4 Learning outcome 4AS 4.4.1 Identifies different characteristics (abilities and talents) of entrepreneurs.AS 4.4.2 Explains how entrepreneurs combine labour (work) capital (money, machinery, tools), and natural resources (raw materials) to gain profit.AS 4.4.4 Differentiates between the entrepreneurial actions of buying, selling and producing.AS 4.4.5 Participates in a fair or market day at school or in the community to practice and apply entrepreneurial knowledge and skills.

Here progression within a particular grade is obtained – the level of complexity increases within the grade, as the cognitive verbs increasingly requires a higher cognitive level i.e. Identifies, Explains, Differentiates, Participates (Application)


http://curriculum.wcape.school.za/ncs/index

ECONOMIC & MANAGEMENT SCIENCES LEARNING OUTCOMES & ASSESSMENT STANDARDS, GRADE 4-6

Learning Outcome 1: THE ECONOMIC CYCLE

The learner will be able to demonstrate knowledge and understanding of the economic cycle within the context of ‘the economic problem’.

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Assessment Standards

We know this when the learner:









Describes ways in which the household or school can generate an income from waste materials (e.g. paper, glass, tin), or save money by recycling.

4.1.1 Describes the roles of members of households as consumers and producers in the ‘need satisfaction’ process.

5.1.1 Differentiates between the different levels of needs that people have, and explains how these might be satisfied.

6.1.1 Describes the roles of households, businesses and government in the economic cycle.

Explains needs and wants and how the differences between them impact on communities and the environment.

Mentions ways of avoiding waste of resources when working.

Discusses alternative goods and services as a way to economise and save.

4.1.2 Explains the effects on the community of both responsible and irresponsible use of resources and services.

5.1.2 Identifies and describes the role of government in the use of resources and services.

6.1.2 Compares the rights and responsibilities of each of the participants in the production and consumption of resources and services.

Describes the different types of businesses and activities within the primary, secondary and tertiary sectors.


Identifies some business leaders and entrepreneurs in own community and describes their businesses.

4.1.3 Describes the role of formal and informal businesses in a society.

5.1.3 Explains the effect of natural disasters (e.g. drought) and health epidemics (e.g. HIV/AIDS) on formal and informal businesses.

6.1.3 Presents different flows of resources and services in the economic cycle (e.g. the flow of wages to households in exchange for labour; the flow of money to businesses in exchange for goods and services).

Explains the concepts ‘free’ and ‘economic’ (scarce) goods, and the influence of demand and supply on market prices.

Draws up a simple shopping list and calculates the amount of money needed to buy goods and services.

4.1.4 Explains the concept of tax in simple language.

5.1.4 Differentiates between direct taxes (e.g. income tax) and indirect taxes (e.g. VAT, tax on petrol).

6.1.4 Explains different types of taxes and how they influence consumers and businesses

Describes and debates the power relationships, economic rights and responsibilities between:

• consumer and producer;

• employer and employee;

• government and business.


Learning Outcome 2: SUSTAINABLE GROWTH AND DEVELOPMENT

The learner will be able to demonstrate an understanding of sustainable growth, reconstruction, and development, and to reflect critically on related processes.












Describes the role of businesses in offering employment and creating jobs.

4.2.1 Identifies the differences in the standards of living of highly developed and subsistence economies.

5.2.1 Describes the changes in lifestyles, living standards and patterns of consumption from self-sufficient societies to modern societies.

6.2.1 Researches and analyses standards of living and patterns of consumption in modern societies where people specialise and trade to satisfy needs and wants.

Presents stories about the effect of employment and unemployment on the household.

4.2.2 Describes the economic and social impact of the discovery of minerals in South Africa (e.g. job creation, wealth creation, exploitation of cheap labour, migratory labour, health and safety hazards).

5.2.2 Explains the concept of economic growth and development, and its impact on the development of communities and society.

6.2.2 Explains economic actions taken against the apartheid government to bring about change (e.g. sanctions, disinvestment), and how these impacted on change, growth and development.

Collects information on the influence of apartheid economic policies on ownership, poverty, wealth and quality.


Describes the relationships between income, place of work, job done and responsibilities involved.

4.2.3 Identifies the local community’s efforts in fighting poverty (e.g. RDP, urban renewal and rural development projects).

5.2.3 Explores personal steps and attitudes to improve the standard of living (e.g. developing entrepreneurial skills, using time and resources productively in promoting a healthy environment).

6.2.3 Identifies steps that can be taken by the government to redress historic imbalances and poverty (e.g. redistribution of resources, gender equity, capacity building, restoring people’s dignity, creating opportunity and empowerment).

Identifies steps required to redress socio-economic imbalances and poverty.

Collectively plans or runs a real or simulated classroom enterprise responsibly by selling or making goods for the market.

Compares and discusses the difference between savings and investments.

Discusses the meaning of productivity.


Learning Outcome 3: MANAGERIAL, CONSUMER AND FINANCIAL KNOWLEDGE AND SKILLS

The learner will be able to demonstrate knowledge and the ability to responsibly apply a range of managerial, consumer and financial skills.












4.3.1 Participates in the management of a classroom project (planning, organising, leading, controlling).

5.3.1 Participates and demonstrates some management and leadership roles in the classroom and home in the absence of adults.

6.3.1 Understands and participates in the production process, from raw materials to final products, including waste products.

Explains the role of planning, organising, leading and controlling (e.g. financial and procedural controls) in a business.


4.3.2 Distinguishes three different types of local businesses:

• trading (e.g. spaza shops, flea markets, car boot sales, shops);

• manufacturing (e.g. brickyard, bakery, factory);

• servicing (e.g. taxi, hairdresser, hotel, bed and breakfast).

5.3.2 Observes and reports on how traders in own local area manage their businesses.

6.3.2 Explains the relationship between leadership and management in a business.

Discusses different approaches to leadership and management.

Describes the importance of administration in managing a business (record keeping, storing documentation).

4.3.3 Identifies different sources of personal income, and plans spending and saving by drawing up a basic personal budget.

5.3.3 Finds out and discusses how a savings account is opened at a bank, and completes deposit and withdrawal slips.

6.3.3 Explains the concept of debt and compares the banking and savings facilities offered by different banks.

4.3.4 Investigates the use and purpose of a savings account.

5.3.4 Discusses the value of savings and thrift, and people’s difficulty in saving if basic needs are not met.

6.3.4 Explains the purpose and use of community savings schemes (e.g. stokvels, club accounts, funeral societies, thrift and loan societies).


Discusses the use of technology in telecommunication services (e.g. cell phones) and financial transactions (e.g. ATM, Internet) in improving administration, communication and access to information.

Draws up an elementary statement of net worth, using personal records.


Learning Outcome 4: ENTREPRENEURIAL KNOWLEDGE AND SKILLS

The learner will be able to develop entrepreneurial knowledge, skills and attitudes.





We know this when the learner







4.4.1 Identifies different characteristics (abilities and talents) of entrepreneurs.

5.4.1 Identifies the specific entrepreneurial skills needed to attract tourists to own community.

6.4.1 Analyses personal strengths and weaknesses in becoming an entrepreneur.

Compares essential characteristics and skills needed to be entrepreneurial from two different simple case studies of practising entrepreneurs in own community.

4.4.2 Explains how entrepreneurs combine labour (work), capital (money, machinery, tools), and natural resources (raw materials) to gain profit.

5.4.2 Develops and uses observation sheets and questionnaires to do a needs analysis in the school or community.

6.4.2 Identifies a variety of possible business opportunities in the community (school co-operatives, sports, entertainment, tourism).

Uses idea generation techniques to make recommendations on using community resources to generate income in a responsible way.

4.4.3 5.4.3 Identifies enterprises and events in own community (e.g. sporting events, craft work) where specific goods and services are being sold to satisfy consumers’ needs and generate profit.

6.4.3 Designs an advertising campaign to promote a product that will generate a profit.

Participates in a joint venture between the school and the community/parents by taking ownership of producing a product or service.


4.4.4 Differentiates between the entrepreneurial actions of buying, selling and producing.

5.4.4 Generates entrepreneurial actions to meet own community needs (e.g. co-operatives, loan societies).

6.4.4 Develops and implements a simple business plan for a trading or service business that could be operated from school or from home.

Runs a business event using one or two of the ideas or opportunities identified in a questionnaire that had been designed.

4.4.5 Participates in a fair or market day at school or in the community to practice and apply entrepreneurial knowledge and skills.

5.4.5 Discusses the four elements of the marketing mix in a simple business activity (product, price, place, promotion).

6.4.5 Describes how the four elements of the marketing mix are combined in a simple business activity.

Designs posters or other materials to advertise own business venture.


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Partner in Methodology Enhancement for EMS: 021 7090040

ZOPP CARDS: Annexure A

A Wonderful facilitation Tool in OBE

The word ZOPP is the acronym or abbreviation for the German phrase “Zielorientierte Projektplanung” – Objectives-oriented Project Planning.

The method has been part of the FEBDEV training method for the past decade. In an enterprise development area (where idea-generation and creativity are so important!) it works wonders… It was introduced to FEBDEV by the development agency, GTZ in one of their international training-of-trainers sessions and was quickly adopted.

The ZOPP method is a an excellent group teaching and learning strategy to facilitate learning in the following ways:

To draw on learners’ prior knowledge To make issues clear (e.g. to identify key phrases / key words from text) To generate divergent ideas (e.g. a range of different ideas) Here groups who place

their answers up the quickest can be rewarded To generate convergent answers (e.g. the only correct (same) answer to a set

question) (Here all groups must be requested to hold their answer back – all groups show their answer simultaneously.

SOME IMPORTANT RULES IN USING ZOPP CARDS

METHODAfter the group has brainstormed the task, the two or three most important ideas per group is written on a ZOPP card and displayed by the group’s runner against a wall on blank newsprint . (To use colourful half sheets of A4 paper is best, but any A4 waste paper (cut in half) is also suitable.)

PRINCIPLES FOR WRITING ON A ZOPP CARD Write horizontally in big letters Only one idea per card Be specific Write clearly with the marker pen Maximum three lines per card Avoid unclear expressions No names

FEEDBACKThe educator can then discuss the ideas/answers or ask the feed back giver of each group to convey the group’s ideas.

The simple joys of facilitation often make a lot of difference…

economic & management sciences · web viewprogression within a particular learning outcome,...

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